| Tutkimuksen voimasanat S Ronkainen, L Pehkonen, S Lindblom-Ylänne, E Paavilainen WSOYpro, 2011 | 847 | 2011 |
| How approaches to teaching are affected by discipline and teaching context S Lindblom‐Ylänne, K Trigwell, A Nevgi, P Ashwin Studies in Higher education 31 (03), 285-298, 2006 | 671 | 2006 |
| The effect of pedagogical training on teaching in higher education L Postareff, S Lindblom-Ylänne, A Nevgi Teaching and teacher education 23 (5), 557-571, 2007 | 621 | 2007 |
| Epistemologies, conceptions of learning, and study practices in medicine and psychology K Lonka, S Lindblom-Ylänne Higher education 31 (1), 5-24, 1996 | 389 | 1996 |
| Variation in teachers' descriptions of teaching: Broadening the understanding of teaching in higher education L Postareff, S Lindblom-Ylänne Learning and Instruction 18 (2), 109-120, 2008 | 267 | 2008 |
| A follow-up study of the effect of pedagogical training on teaching in higher education L Postareff, S Lindblom-Ylänne, A Nevgi Higher Education 56 (1), 29-43, 2008 | 259 | 2008 |
| Individual ways of interacting with the learning environment—are they related to study success? S Lindblom-Ylänne, K Lonka Learning and instruction 9 (1), 1-18, 1998 | 217 | 1998 |
| Students' approaches to learning and their experiences of the teaching–learning environment in different disciplines A Parpala, S Lindblom‐Ylänne, E Komulainen, T Litmanen, L Hirsto British Journal of Educational Psychology 80 (2), 269-282, 2010 | 190 | 2010 |
| Self-, peer-and teacher-assessment of student essays S Lindblom-Ylänne, H Pihlajamäki, T Kotkas Active learning in higher education 7 (1), 51-62, 2006 | 151 | 2006 |
| Consonance and dissonance in descriptions of teaching of university teachers L Postareff, N Katajavuori, S Lindblom‐Ylänne, K Trigwell Studies in Higher Education 33 (1), 49-61, 2008 | 133 | 2008 |
| UNIVERSITY TEACHERS’CONCEPTIONS OF GOOD TEACHING IN THE UNITS OF HIGH-QUALITY EDUCATION A Parpala, S Lindblom-Ylänne Studies in Educational Evaluation 33 (3-4), 355-370, 2007 | 122 | 2007 |
| University students’ and teachers’ conceptions of teaching and learning in the biosciences V Virtanen, S Lindblom-Ylänne Instructional Science 38 (4), 355-370, 2010 | 119 | 2010 |
| The effect of study strategies on learning from text K Lonka, S Lindblom-Ylänne, S Maury Learning and Instruction 4 (3), 253-271, 1994 | 118 | 1994 |
| Tiede ja teksti S Kniivilä, S Lindblom-Ylänne, A Mäntynen Tehoa ja taitoa tutkielman kirjoittamiseen. Helsinki: WSOY, 2007 | 108* | 2007 |
| Emotions and confidence within teaching in higher education L Postareff, S Lindblom-Ylänne Studies in Higher Education 36 (7), 799-813, 2011 | 105 | 2011 |
| The significance of practical training in linking theoretical studies with practice N Katajavuori, S Lindblom-Ylänne, J Hirvonen Higher Education 51 (3), 439-464, 2006 | 102 | 2006 |
| From reflection to action? Barriers and bridges between higher education teachers’ thoughts and actions K Mälkki, S Lindblom-Ylänne Studies in Higher Education 37 (1), 33-50, 2012 | 100 | 2012 |
| Exploring alternative ways of assessing prior knowledge, its components and their relation to student achievement: A mathematics based case study T Hailikari, A Nevgi, S Lindblom-Ylänne Studies in Educational Evaluation 33 (3-4), 320-337, 2007 | 93 | 2007 |
| Dissonant study orchestrations of high-achieving university students S Lindblom-Ylänne, K Lonka European Journal of Psychology of Education 15 (1), 19, 2000 | 91 | 2000 |
| Spontaneous study strategies and the quality of knowledge construction V Lahtinen, K Lonka, S Lindblom‐Ylänne British Journal of Educational Psychology 67 (1), 13-24, 1997 | 89 | 1997 |
